(This is a continuation of Classrooms as ecosystems: Social interactions, in response to a question about creating a classroom that is a positive place for learning:

The physical environment

When I taught a graduate education class, I asked my students to provide visual tours of their classrooms with photographs and descriptions explaining why the room was organized the way it was: why the desks or tables were configured the way they were, what was on the bulletin boards and why, how materials were stored, where the teacher’s desk was positioned and why, and their wish lists on how the space could be improved. (I modeled the activity with my own classroom). This led to an interesting discussion on physical factors that affect learning and the types of activities that teachers and the students can do. This of course varies by age and subject area; an elementary classroom has different characteristics than a secondary science lab.

In general, you’ll want your classroom/lab to be physically conducive to learning: safe, comfortable, flexible, and attractive. Students should know that this is a science space (whether it’s an entire classroom or a science corner), with appropriate materials and organization.

Safe: Your classroom/lab should have appropriate safety features, running water, electrical outlets, and flat tables. If you’re teaching science in a regular classroom without these, you and the students are limited in what you can do. If an activity or investigation cannot be done safely, you can’t do it, regardless of how interesting it might be. (See the blog Lab Safety Question)

If you’re a floater (unfortunately a common assignment for new teachers), it’s very hard to get a sense of place with students. Every room will be different, and the teacher based there may be territorial enough to limit what you can do (Don’t write on the board, don’t use the projector, don’t move the desks, etc.). This situation requires planning and cooperation among teachers and administrators to ensure that all students have equitable opportunities in an appropriate facility.

Another aspect of safety is the amount of clutter. (We teachers are often pack rats; we never know when we’ll need something!) Storage space in classrooms and labs is often at a premium. But without a plan for organizing and storing materials, classrooms can become overwhelmed with stuff and become fire hazards, dust collections, and barriers to student movement and exits. The clutter is also distracting to students.

Comfortable: There should be enough flat-topped desks or chairs and tables for students to work. Students should have room to move around and spread out. Desks and lab tables should be the appropriate size for the students (this is sometimes a problem in middle schools that are repurposed high schools). The lighting should be adequate, especially in rooms where there are no windows.

Flexible: We’ve all seen pictures of schoolrooms with student desks bolted to the floor. While this might be a custodian’s dream come true, it’s not necessarily appropriate for a variety of learning activities. No one seating arrangement is best—each has advantages and disadvantages, depending on the learning activities. If you use a variety of instructional strategies in your class, you’ll want to use a variety of seating arrangements. (See the blog Classroom Seating Arrangements.)

Attractive: If there were a “Classroom Beautiful” magazine, I’m sure there would be many nominees for the cover. Many teachers spend hours each year planning and creating colorful bulletin boards. But what about student input? The classroom should belong to the students rather than serve as a shrine to the teacher’s interests or artistic abilities. (See the blog Displaying Science on Classroom Bulletin Boards and The Classroom as Learning Center.)

It is possible to have an attractive classroom that does not require much time or expense. You can set up a table with materials related to your current topics for students to examine (e.g., shell collections, animal bones, rock samples, weather maps, simple machines). Hand lenses and microscopes invite students to explore. A display of science trade books can brighten up a corner and encourage students to browse and learn.

Another component of an attractive classroom is organization—a place for everything and everything in its place. Having designated places for materials and de-cluttering is easier said than done in a classroom, but students can be part of this endeavor.

I’m sure your cooperating teacher works hard at creating and adjusting an effective and efficient learning environment. With careful planning, organization, monitoring, and reflective feedback, your new classroom ecosystem can facilitate learning as a joyous, exciting adventure.

During my student teaching, I was impressed with how the classroom was a very positive place for learning. I wasn’t there at the beginning of the year when the teacher set things up, so I’m wondering what to do when I get my first classroom.  —A., Massachusetts

I’ve had the opportunity to visit scores of classrooms (elementary and secondary), each of which had its own atmosphere or “vibe.” Some were relaxed and joyful. In others you could cut the tension with a knife. Some had stability and order based on established routines. Others were chaotic or highly regimented. Some were safe, attractive, and conducive to learning, while others were cluttered, stark, or (in some cases) unsafe.

The positive environment you experienced did not happen overnight or by chance. Ask your cooperating teacher how she organizes the classroom before the school year starts. Pick her brain about the kinds of strategies she uses with students to provide the kind of environment you experienced.

Keep in mind that when you get your own classroom, you’ll have a unique combination of students, facilities, resources, school culture, and administrative requirements. No matter what (if anything) you inherit from your predecessors, from the very first day you will be the one who establishes the classroom environment. You’ll find your classroom evolving as you gain more experience and try new strategies and arrangements.

Rather than using a checklist of to-dos, it may help to consider your classroom as an ecosystem—interactions between the living and physical components of a place. As with an ecosystem in nature, the classroom will change with inputs to the system. An administrator may have new requirements, you might teach different subjects or grade levels, the students are different each year (or each class period), there will be changes in the curriculum and materials, and you’ll get new ideas from feedback, professional development, and your own reflections on your experiences. Even things like size, temperature, noise level, and time of day may influence interactions in the classroom.

In a classroom ecosystem there are living or social interactions between teacher–student and student–student. The type and quality of these interactions depend on the age of the student, the experience level of the teacher, and the personalities of all. The social components of the ecosystem (teacher and students) interact with the physical ones—the classroom’s physical layout, facilities, and organization. The teacher and the classroom may be in place for years, but the students change, every class period or every year.

The social environment

A well-organized and attractive classroom is not enough. The relationships between the people in the room are a key component in the classroom ecosystem. Establishing mutual respect, ownership, and routines is important to these relationships but takes time and effort on the part of both the teacher and students.

Respect: I could never identify with the cliché, “Don’t smile until Thanksgiving.” I genuinely liked my students and used the mantra “fair, firm, and friendly” as a guide. You can’t assume that students will know how to communicate respectfully or work cooperatively. They may need lots of modeling and practice.

Getting to know your students is a form of respect for their interests and individuality. This can be difficult at the secondary level where you come in contact with 100+ students every day. (See the blog Connecting with students).

Even on the first day of school, you’ll notice how each student brings a unique combination of knowledge, skills, and experiences to the classroom. As you get to know your students, use your awareness of their differences to enhance student engagement in learning activities. (See the blogs Everyone Gets a Chance and Organizing Students for Learning.)

Ownership: It is important for students to have a sense of ownership in both the physical classroom and in the learning activities. This requires the teacher to allow student input into the choice of classroom activities, classroom management, due dates for activities, and routines (keeping in mind that the ultimate decisions are made by the authority in the room—the teacher). Most students enjoy seeing their work displayed in the classroom, and this is an easy way to use bulletin board space. (See the blogs Displaying Student Work and Putting Science Words on the Wall)

Routines: Routines describe a desired way to perform everyday tasks. Having routines in place frees up more time to spend on important discussions and activities, rather than dealing with disciplinary or logistical issues. For example, for the beginning of class, post an agenda with what the students needed for the class (laptops, notebooks, textbook, pencil, assignments to turn in, and so on) so they can get ready for class (while they socialize a bit). “Bell-ringer” activities also focus the students’ attention. End each class with a summary and a preview of coming attractions before the students leave the room.

The procedures and routines are also a part of a safe learning environment. The ultimate goal of using routines is self-reliance: students know what is required and they have the skills to meet these requirements. With enough modeling and practice, students can internalize these so they know what to do without your giving specific directions. (See the blogs Chaos vs. Routines and Lab Management.)

See part 2–Classrooms as ecosystems: The physical environment

Photo: https://www.flickr.com/photos/ableman/334891088/

Last week Arkansas celebrated the adoption of the Next Generation Science Standards (NGSS) for K–8 students and work is ongoing for 9–12. We’ve had a strong connection with the NGSS since work began to develop them in 2011. Arkansas was designated as a Lead State along with 25 other states and we were fortunate to have two classroom teachers (Melissa Miller and Kathy Prophet) working as writers. I was fortunate to be selected as a Critical Stakeholder reviewer for the NGSS as they were being developed. In April 2014, the Arkansas State Board of Education voted unanimously to endorse the NGSS as the basis for the development of Arkansas’ new K–12 science standards. Based upon that action, the Arkansas Department of Education (ADE) under the leadership of Michele Snyder (ADE Science Specialist) assembled a team of over 40 stakeholders to begin the review and development of the K–8 Arkansas Science Standards. The committee included administrators, K–8 classroom teachers, university professors, science specialists, and other vital stakeholders. It was a diverse, committed, and talented group. ADE staff members in the assessment, curriculum, and technical departments were also present to assist the committee in its task.

The K–8 committee was divided into four teams and met on multiple occasions during the fall of 2014 and the spring of 2015. At the first meeting, the committee studied the basis for the NGSS, A Framework for K–12 Science Education (published by the National Research Council) and reviewed the NGSS, its three dimensions, and the appendices to build common understanding. At the second meeting, the committee began the difficult task of analyzing the student Performance Expectations in grades K–8. The committee chose to retain the existing NGSS K–2 standards untouched, and to add some Arkansas-specific clarification statements and assessment boundaries to the grades 3–5 PEs. Our greatest challenge came in assigning the grades 6–8 PEs to a specific grade level and writing a few Arkansas-specific clarification statements and assessment boundaries. We studied what previous NGSS-adopting states had done in assigning PEs and used that information to guide our work. Then using the committee’s work, the ADE produced three different models for the K–8 standards. The final meeting was laborious as the committee ultimately came to consensus on the Arkansas K–8 Science Standards by choosing the best pieces from all of the models and setting the format and numbering system for the Arkansas PEs based on the NGSS.

The ADA placed the Arkansas K–8 Science Standards online for a 30-day public comment period. Notifications were sent to schools and teachers state-wide so that interested parties could read the proposed standards and offer comments. We were pleased to see that over 80% of the comments received were supportive and favorable of the new standards! A small team of the K–8 committee met in early June to read and respond to all of the comments made during the public comment period and we made needed changes based on public comments. At last, on June 11, 2015, the proposed Arkansas K–8 Science Standards were submitted to the State Board of Education and they were unanimously adopted with almost no discussion but with gratitude from the Board for the committee’s work. Those of us in the audience applauded. It was time to celebrate our work.

We have now started work on the Arkansas 9–12 Science Standards. Our first meeting was in mid-June and I expect the development process to be similar to the work of the K–8 committee. I have enjoyed working with and learning from my colleagues while serving as an advisor for the committee. We hope to have a 9–12 standards proposal ready for public review and comments in early 2016 with submission to the State Board of Education for approval in the spring of 2016.

Arkansas has planned for a coordinated implementation of the new science standards. Professional development is required for teachers to become familiar with the conceptual shifts in science teaching that will need to be made to help students meet the expectations of the new Arkansas K–8 and 9–12 Science Standards. The grades K–4 standards will take effect in 2016–2017, and the grades 6–8 standards will be implemented in 2017–2018. When adopted, the 9–12 standards would take effect in 2018–2019.

To access resources and stay up-to-date on all developments regarding the adoption and implementation of the NGSS, in Arkansas and elsewhere in the United States, please bookmark the NGSS@NSTA hub. There, science teachers have access to general NGSS information, the standards by topic, curriculum planning guidance, vetted classroom resources, professional learning opportunities, and NGSS news.

Steve Long teaches Pre-AP Chemistry, and ChemCom at Rogers High School (RHS) in Rogers, Arkansas, where he has worked for the past 25 years. Long is serving as an advisor to the Arkansas Department of Education assisting with developing the new Arkansas K-8 and 9-12 science standards.

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